The introduction of Artificial Intelligence (AI) in the educational context represents one of the most significant challenges in ontemporary education. The present study, conducted in an Italian primary school with a sample of about 300 students (age 7-10) and 50 teachers, including 20 support teachers, analyses the impact of AI on five key dimensions: study motivation, perceived self-efficacy, school inclusion, teacher perception of AI and the effectiveness of teacher training. The research design adopts a qualitative-quantitative approach: on the one hand, validated psychometric instruments (ESMS, MSES-C, MSCQ) were used, on the other hand, semi-structured interviews were conducted with teachers. The results show a positive impact of AI, especially in inclusive contexts, with a significant increase in intrinsic motivation, perception of belonging and sense of self-efficacy, especially in individuals with ASD. The interviews show a general appreciation on the part of teachers towards the potential of AI, despite some difficulties related to training and integration with traditional teaching.
The Impact of Artificial Intelligence on Motivation, Self-efficacy and Inclusion in an Italian Primary School
Davide Di Palma
;Gianluca Gravino;
2025
Abstract
The introduction of Artificial Intelligence (AI) in the educational context represents one of the most significant challenges in ontemporary education. The present study, conducted in an Italian primary school with a sample of about 300 students (age 7-10) and 50 teachers, including 20 support teachers, analyses the impact of AI on five key dimensions: study motivation, perceived self-efficacy, school inclusion, teacher perception of AI and the effectiveness of teacher training. The research design adopts a qualitative-quantitative approach: on the one hand, validated psychometric instruments (ESMS, MSES-C, MSCQ) were used, on the other hand, semi-structured interviews were conducted with teachers. The results show a positive impact of AI, especially in inclusive contexts, with a significant increase in intrinsic motivation, perception of belonging and sense of self-efficacy, especially in individuals with ASD. The interviews show a general appreciation on the part of teachers towards the potential of AI, despite some difficulties related to training and integration with traditional teaching.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
